Daphnee Hui Lin Lee
Biographic Data
| ID | 378337 |
|---|---|
| NAME | Daphnee Hui Lin Lee |
| GIVEN NAMES | Daphnee Hui Lin |
| FAMILY NAME | Lee |
| SIGNATURE | LEE D H L |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0003-1925-1937 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teacher identity grafting and its associations with instructional practices and value orientations
This study examines how teachers in Hong Kong navigate educational change, drawing on identity grafting (IG) theory. By profiling teachers based on how they reconcile identity differences, we explore their value orientations and pedagogical practices. Using survey data from 634 in-service primary and secondary teachers, we conducted a latent profile analysis. We identified six profiles: versatile, jack-of-all-trades, selective, conservative, skep…
Navigating the terrain of educational entrepreneurship (EE)
The present review explores the contentious realm of educational entrepreneurship (EE), seeking to demystify its complex conceptualization and dissect the diverse ways its principles resonate across educational sectors. Our review employs bibliometric analysis, guided by the theoretical lens of professional capital, which encompasses human, social, and decisional capital, to map the intellectual contours of EE over the past four decades. Through …
Global competence in negotiating cultural differences
This paper examines how cultural values of power distance and uncertainty avoidance influence students’ identities and receptivity toward global competence (GC). We developed identity grafting (IG) theory and measures to study these processes, characterizing them in diverse and manageable ways: blending, balancing, reversing, and repressing identity formations involved in negotiating differences. We collected data from 556 university students in …
Language as cultural influence on teachers’ identity blending and diversified teaching practice
Research has shown that when exposed to more language choices, those who incorporate additional home languages are more likely to be open to other cultures and cultural change. This paper examines the influence of home language on Hong Kong teachers’ openness to adopting blending strategies to reconcile cultural differences and how these interactions underpin their willingness to adopt diverse teaching methods. Structural equation modelling of 64…
When social hierarchy meets hierarchical school culture
This article provides school leaders with insights into within and beyond-school influences on school collaborative culture. The study examines how social demographics, and school culture prevalent in different school bandings, influence school capacities (principalleadership; shared and supportive leadership; shared values and vision; and collaborative learning). A structural equation model is constructed from 10 Hong Kong schools’ survey data t…
Identity dilemmas of an English language teacher
This paper studies the identity dilemmas of a teacher negotiating the tensions underpinning the transformations in the language profile of a Hong Kong primary school. Using a rigorous triangulation of written journals and in-depth interviews, the study reconstructs a case narrative personified as “Lily”, an English language teacher at “Lexis Elementary”, a school that previously struggled with low student enrolments. As a solution, the school now…
Co-constructing Hong Kong preservice teacher identity in intercultural education, connecting with other teaching practices, and childhood schooling influences
The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context
This paper examines the influence of professional learning communities (PLCs) on informal teacher leadership in Hong Kong schools to overcome issues reported in the literature on the challenges to teacher leadership posed by Chinese hierarchical school contexts. We test the relations among PLC, informal teacher leadership, teacher focus on improving student learning, principal instructional leadership, and middle leadership (e.g., subject heads) …
Identity grafting
Singapore’s higher education history had students involved in anti-colonial movements. This study examines how historical discourses on state efforts to manage university student movements (1953–1980) unintentionally reproduce in the intercultural business practices of today’s professionals. It explores how professional accounts of intercultural business practices resonate with historical memories of student movements, with individual accounts va…
Belongingness and National Belonging among Youth in Hong Kong
This study examined the multiplicative associations of the social categories of ethnicity (Hong Kong Chinese, mainland Chinese, or ethnic minorities), gender, and socioeconomic status (SES) with overall belongingness (to one's self, personal networks, and society) and national belonging to China among youth (aged 18-24 years) in Hong Kong. Our analysis revealed similar levels of overall belongingness and national belonging among ethnic minority y…
Teacher sociolinguistic backgrounds
This paper examines the unintended consequences of state language policy and planning (LPP) that adopt subtractive approaches on teachers’ subsequent receptivity to policy fine-tuning. A comparative approach is adopted in this statistical study of two strategic contexts, where the influence of the world’s two leading languages—English and Mandarin—manifests in the home language conversion patterns of ethnic Chinese teachers of Hong Kong and Singa…
Managing Chineseness
This book explores the personal experiences of professionals who are a part of the post-colonial and late-industrializing reality in the global value chain in Singapore. Looking at Chinese Singaporean
Relationships between teacher value orientations, collegiality, and collaboration in school professional learning communities
Beliefs on “avoidant cultures” in two French multinational corporations
Purpose The purpose of this paper is to examine the trajectory of cultural stereotypes on Uncertainty Avoidance emergent from two French multinational corporations. The exploration of respondents' comparisons of their own culture with other cultures illustrates that cultural stereotypes are derived from structural conditions that had developed over time, but came to be (mis)attributed to innate and prevalent cultural habits. Design/methodology/ap…
A Professional Learning Community for the New Teacher Professionalism
This paper seeks to explore the empirical fit of two PLC models, using Singapore as a case. Insights emerged from documentary analyses and interviews with state-affiliated agents from the Academy of Singapore Teachers. The proposed DuFour–Fullan model, despite policy aspirations, remains largely DuFour-predominant in practice. Aspirations for a Fullan-inspired approach are evident, but still rest in the stage of conceptualization
Bourdieu's symbolic power and postcolonial organization theory in local-expatriate relationships
This empirical study seeks to illustrate the complementary interplay between Bourdieu's theory of symbolic power (field, habitus, cultural capital) and postcolonial organizational theory. Local and expatriate regional subsidiary managers of a French multinational corporation (MNC) hosted in Singapore share their divergent views on managerial assertiveness. Findings from ethnographic fieldwork point to the exercise of symbolic power and the differ…
Teacher sociolinguistic backgrounds
This paper examines the unintended consequences of state language policy and planning (LPP) that adopt subtractive approaches on teachers’ subsequent receptivity to policy fine-tuning. A comparative approach is adopted in this statistical study of two strategic contexts, where the influence of the world’s two leading languages—English and Mandarin—manifests in the home language conversion patterns of ethnic Chinese teachers of Hong Kong and Singa…
Relationships between teacher value orientations, collegiality, and collaboration in school professional learning communities
Bourdieu's symbolic power and postcolonial organization theory in local-expatriate relationships
This empirical study seeks to illustrate the complementary interplay between Bourdieu's theory of symbolic power (field, habitus, cultural capital) and postcolonial organizational theory. Local and expatriate regional subsidiary managers of a French multinational corporation (MNC) hosted in Singapore share their divergent views on managerial assertiveness. Findings from ethnographic fieldwork point to the exercise of symbolic power and the differ…
Belongingness and National Belonging among Youth in Hong Kong
This study examined the multiplicative associations of the social categories of ethnicity (Hong Kong Chinese, mainland Chinese, or ethnic minorities), gender, and socioeconomic status (SES) with overall belongingness (to one's self, personal networks, and society) and national belonging to China among youth (aged 18-24 years) in Hong Kong. Our analysis revealed similar levels of overall belongingness and national belonging among ethnic minority y…
Identity grafting
Singapore’s higher education history had students involved in anti-colonial movements. This study examines how historical discourses on state efforts to manage university student movements (1953–1980) unintentionally reproduce in the intercultural business practices of today’s professionals. It explores how professional accounts of intercultural business practices resonate with historical memories of student movements, with individual accounts va…
A Professional Learning Community for the New Teacher Professionalism
This paper seeks to explore the empirical fit of two PLC models, using Singapore as a case. Insights emerged from documentary analyses and interviews with state-affiliated agents from the Academy of Singapore Teachers. The proposed DuFour–Fullan model, despite policy aspirations, remains largely DuFour-predominant in practice. Aspirations for a Fullan-inspired approach are evident, but still rest in the stage of conceptualization
Beliefs on “avoidant cultures” in two French multinational corporations
Purpose The purpose of this paper is to examine the trajectory of cultural stereotypes on Uncertainty Avoidance emergent from two French multinational corporations. The exploration of respondents' comparisons of their own culture with other cultures illustrates that cultural stereotypes are derived from structural conditions that had developed over time, but came to be (mis)attributed to innate and prevalent cultural habits. Design/methodology/ap…
A Professional Learning Community for the New Teacher Professionalism
This paper seeks to explore the empirical fit of two PLC models, using Singapore as a case. Insights emerged from documentary analyses and interviews with state-affiliated agents from the Academy of Singapore Teachers. The proposed DuFour–Fullan model, despite policy aspirations, remains largely DuFour-predominant in practice. Aspirations for a Fullan-inspired approach are evident, but still rest in the stage of conceptualization
Bourdieu's symbolic power and postcolonial organization theory in local-expatriate relationships
This empirical study seeks to illustrate the complementary interplay between Bourdieu's theory of symbolic power (field, habitus, cultural capital) and postcolonial organizational theory. Local and expatriate regional subsidiary managers of a French multinational corporation (MNC) hosted in Singapore share their divergent views on managerial assertiveness. Findings from ethnographic fieldwork point to the exercise of symbolic power and the differ…
Relationships between teacher value orientations, collegiality, and collaboration in school professional learning communities
Managing Chineseness
This book explores the personal experiences of professionals who are a part of the post-colonial and late-industrializing reality in the global value chain in Singapore. Looking at Chinese Singaporean
Teacher sociolinguistic backgrounds
This paper examines the unintended consequences of state language policy and planning (LPP) that adopt subtractive approaches on teachers’ subsequent receptivity to policy fine-tuning. A comparative approach is adopted in this statistical study of two strategic contexts, where the influence of the world’s two leading languages—English and Mandarin—manifests in the home language conversion patterns of ethnic Chinese teachers of Hong Kong and Singa…
Belongingness and National Belonging among Youth in Hong Kong
This study examined the multiplicative associations of the social categories of ethnicity (Hong Kong Chinese, mainland Chinese, or ethnic minorities), gender, and socioeconomic status (SES) with overall belongingness (to one's self, personal networks, and society) and national belonging to China among youth (aged 18-24 years) in Hong Kong. Our analysis revealed similar levels of overall belongingness and national belonging among ethnic minority y…
The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context
This paper examines the influence of professional learning communities (PLCs) on informal teacher leadership in Hong Kong schools to overcome issues reported in the literature on the challenges to teacher leadership posed by Chinese hierarchical school contexts. We test the relations among PLC, informal teacher leadership, teacher focus on improving student learning, principal instructional leadership, and middle leadership (e.g., subject heads) …
Identity grafting
Singapore’s higher education history had students involved in anti-colonial movements. This study examines how historical discourses on state efforts to manage university student movements (1953–1980) unintentionally reproduce in the intercultural business practices of today’s professionals. It explores how professional accounts of intercultural business practices resonate with historical memories of student movements, with individual accounts va…
Identity dilemmas of an English language teacher
This paper studies the identity dilemmas of a teacher negotiating the tensions underpinning the transformations in the language profile of a Hong Kong primary school. Using a rigorous triangulation of written journals and in-depth interviews, the study reconstructs a case narrative personified as “Lily”, an English language teacher at “Lexis Elementary”, a school that previously struggled with low student enrolments. As a solution, the school now…
Co-constructing Hong Kong preservice teacher identity in intercultural education, connecting with other teaching practices, and childhood schooling influences
When social hierarchy meets hierarchical school culture
This article provides school leaders with insights into within and beyond-school influences on school collaborative culture. The study examines how social demographics, and school culture prevalent in different school bandings, influence school capacities (principalleadership; shared and supportive leadership; shared values and vision; and collaborative learning). A structural equation model is constructed from 10 Hong Kong schools’ survey data t…
Teacher identity grafting and its associations with instructional practices and value orientations
This study examines how teachers in Hong Kong navigate educational change, drawing on identity grafting (IG) theory. By profiling teachers based on how they reconcile identity differences, we explore their value orientations and pedagogical practices. Using survey data from 634 in-service primary and secondary teachers, we conducted a latent profile analysis. We identified six profiles: versatile, jack-of-all-trades, selective, conservative, skep…
Navigating the terrain of educational entrepreneurship (EE)
The present review explores the contentious realm of educational entrepreneurship (EE), seeking to demystify its complex conceptualization and dissect the diverse ways its principles resonate across educational sectors. Our review employs bibliometric analysis, guided by the theoretical lens of professional capital, which encompasses human, social, and decisional capital, to map the intellectual contours of EE over the past four decades. Through …
Global competence in negotiating cultural differences
This paper examines how cultural values of power distance and uncertainty avoidance influence students’ identities and receptivity toward global competence (GC). We developed identity grafting (IG) theory and measures to study these processes, characterizing them in diverse and manageable ways: blending, balancing, reversing, and repressing identity formations involved in negotiating differences. We collected data from 556 university students in …
Language as cultural influence on teachers’ identity blending and diversified teaching practice
Research has shown that when exposed to more language choices, those who incorporate additional home languages are more likely to be open to other cultures and cultural change. This paper examines the influence of home language on Hong Kong teachers’ openness to adopting blending strategies to reconcile cultural differences and how these interactions underpin their willingness to adopt diverse teaching methods. Structural equation modelling of 64…
Political science (10 works) · Sociology (10 works) · Pedagogy (8 works) · Psychology (7 works) · Multilingual Education and Policy (6 works) · Social Psychology (5 works) · Public relations (4 works) · Teacher Education and Leadership Studies (4 works) · Ethnic group (3 works) · Global Education and Multiculturalism (3 works)